Journal of Information Systems Education (JISE)

Volume 30

Volume 30 Issue 4, Pages 298-302

Fall 2019

Invited Paper
IS2010: A Retrospective Review and Recommendation

Paul M. Leidig
Roger C. Ferguson
John H. Reynolds
Grand Valley State University
Allendale, MI 49401, USA

Abstract: The Information System (IS) model curriculum has been advanced by the Association of Computing Machinery (ACM), the Association for Information Systems (AIS), and other associations since the 1970s. The IS2002 and IS2010 curriculum models have been positively received by both academic institutions and industry alike. Each of these models used design principles to help guide the development process; these principles included concepts such as maximizing program flexibility or course sequencing to improve depth of knowledge. The most current undergraduate model (IS2010) that guides university curriculum is nearly 10 years old. In today’s IS field, a curriculum should address previous design concepts; plus the environment in which IS professionals work has become even more dynamic and multifaceted. Given these challenges, a new IS model curriculum would benefit by including more programming concepts along with course sequencing. The authors propose a two-course sequence in areas such as computer programming to increase depth of knowledge and keep some program flexibility. Further, the authors recommend: (1) require a minimum amount of programming, (2) require technical infrastructure coverage, (3) allow for specialization, (4) specify sequencing to provide depth, and (5) identify both core competencies and course structure. These recommendations are not a criticism but build a new model with the strengths and knowledge gained in the past 10 years.

Keywords: Curriculum design & development, Model curricula, IS education, IS2010

Download this article: JISE - Volume 30 Issue 4, Page 298.pdf

Recommended Citation: Leidig, P. M., Ferguson, R. C., & Reynolds, J. H. (2019). Invited Paper: IS2010: A Retrospective Review and Recommendation. Journal of Information Systems Education, 30(4), 298-302.